Administration And Administration (in Educational Practices) Defined


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(MST) Advanced Administration and Supervision in Educational Practices
(class report(s)/discussion(s))

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Administration And Administration (in Educational Practices) Defined

  2. 2. Administration  Involves direction, control and operation of the organizational activities to accomplish desired aims and objectives. It covers:  The school plant and facilities  The teaching personnel and staff  Child accounting  School curriculum  Finance  Guidance and counseling  School-community relations or public relations It is a three cycle process --- planning, management and evaluation.
  3. 3. Supervision  Ordinarily implies to the improvement of the total teaching-learning situation and the conditions that affect them  An expert technical service primarily concerned with studying and improving conditions that surround learning and learners’ growth. It covers:  The formulation of the aims, objectives and purposes  The selection and organization of subject matter to be taught  The placement of teachers who will teach them  The selection of methods and techniques by which the subject matter is taught  The evaluation of the growth of the students and the improvement of the teacher  It can also be discussed terms of functions or purposes such as: Skill/s in:  Leadership  Human relations  Group process  Personnel administration  Evaluation
  4. 4. Supervision  Modern Supervision is based on the following educational concepts: 1. Instructional Supervision is a dynamic, growing process that is occupying an increasingly important role in the schools 2. The aim of supervision is to offer leadership in the improvement of educational experiences for children and youth. 3. Leadership is centered in a group, not an individual. It is guided by the spirit of cooperation rather than competition. 4. The type and quality of supervision are affected by the situation, the organization, in which supervision exists
  5. 5. Supervision  Modern Supervision is based on the following educational concepts: 5. The climate of human relationships within the group and the degree to w/c the members are committed to group goals influence the degree of change in practice. 6. The actual role of supervision and of instructional leaders is a composite of all the expectations held for the role by the people associated with it 7. The primary goal of a supervisory leader is to foster democratic leadership in others.
  6. 6. Supervision  Based on the modern concept, the ultimate aims of supervision are as follows: 1. To structure classroom environment for effective teaching and learning 2. To select and utilize methods and techniques and instructional materials which will ensure the steady growth of each student 3. To help the teachers and the students formulate instructional goals or aims to be accomplished 4. To provide the school system with a clearly defined supervisory program that will ensure the attainment of instructional goals or aims 5. To formulate evaluative procedures to measure the effectiveness of the total supervisory program. 6. To develop proper attitude in the entire teaching personnel that supervision is a cooperative endeavor and that no teacher fulfills his professional obligation unless he cooperates with others 7. To provide help and guidance to students and teachers to meet their day-to-day problems 8. To develop the attitude that instructional improvement is closely related to self- improvement of all members of the teaching personnel and staff. 9. To develop a sound working relationship in which teachers feel secure and confident 10. To promote good school-community relationships essential to good teaching and productive learning
  7. 7. Supervision  Summary of Activities under Supervision: 1. Survey of the school system 2. Direct improvement of Classroom Teaching 3. General improvement of Teachers-in-Service 4. Organizing Programs of Cooperative Activity 5. The Development and Maintenance of Morale and Esprit de corps 6. The Selection and Organization of Materials of Instructions 7. Experimental Study of the Problems of Teaching 8. Determining the Desirable Physical Conditions of Learning 9. Performance of Professional and Semi-Administrative Duties 10. Teacher and Student Diagnosis 11. Diagnosis of Curricular Offerings 12. Survey of Methods of Instruction 13. Budgeting of Time in Supervision 14. Classroom Visitation 15. Teacher’s Meeting and Conferences 16. Demonstration Teaching Types of Supervision:  Authoritative  Creative  Organismic  Democratic  Scientific
  8. 8. Supervision  Thinks he can sit by himself and see all angles of the problem  Does not know how to use the experience of others  Cannot bear to let any of the strings of management slip from his fingers  Is so tied to routine details that he seldom tackles his larger job  Is jealous of ideas; reacts in one of several ways when someone else makes a proposal  Makes decisions that should have been made by the group  Adopts a paternalistic attitude towards the group – “I know best.”  Realizes the potential power in 20/50 brains  Knows how to utilize that power  Knows how to delegate duties  Frees himself from routine details in order to turn his energy to creative leadership  Is quick to recognize and praise an idea that comes from someone else  Refers to the group all matters that concern the group  Maintains the position of friendly, helpful, adviser both on personal and professional matters Autocratic Democratic
  9. 9. END Yenna Monica D. P. Thank You!!!! 